@article{oai:nufs.repo.nii.ac.jp:00000207,
 author = {関, きみ子},
 issue = {11},
 journal = {長崎外大論叢, The Journal of Nagasaki University of Foreign Studies},
 month = {Dec},
 note = {The purpose of the present research is to demonstrate that L1 transfer in the syntacticization of early Japanese learners of L2 English is essentially related to the development of writing skills. The research shows the following: First, transfer from Japanese in EFL learners' written English appears in nine different categories and takes on different patterns in each of four different groups of students, signifying the fact that all the categories found in the current study are almost identical with those found in previous studies on the L2 English of Japanese university students. Second, L1 transfer in the high proficiency groups is shifted from direct transfer to more diversified types, as the learners are challenged to construct more difficult, complex sentences. However, the transfer in the low proficiency groups is distinguished by the dominance of literal translation and anomalous use of copula, which continue to remain trouble spots in the course of study. Third, the groups that received form-focused training has statistically shown advancement in the area of syntax. The results also suggest that some of the factors found in this study can become the key to proficiency in writing.},
 pages = {93--108},
 title = {Writing学習における問題点とその解決法を探る(2) -FORMに於けるL1の干渉を中心として-},
 year = {2007}
}